Entrepreneurial and creative teachers must be kept informed of new educational resources, but also must become an expert user for classroom practice to be effective. Consistent with the minor in which this subject is enrolled, Curriculum and Resources, this subject aim is to put students of Early Childhood Education and Primary Education in contact with various resources and materials for teaching and learning language and Literature. Thus, it is expected that, at the end of this course, students will be able to develop an educational program.

Primary Education and Early Chilhood Education teachers are supposed to know how to select and utilize materials for the teaching of language and literature. Therefore, students in this subject will generate, through the analysis of the curriculum, selection and use criteria for existing resources and will develop the ability to create materials specific to the area of language and literature. It is expected that the manipulation of different methods will make future teachers reach a significant pedagogical competence.

Being a common minor for Early Childhood Education and Primary Education students, the applicability of the aspects treated will be diverse and its profitability will be tested through its experimentation. The learning results will be evident in the resolution of tasks both in group and individually. Therefore, collaborative competence, fundamental in educational context, will be a priority.

- The educational framework of the Basque Autonomous Community: curriculum and methodological guidelines.

- Didactic programming and project-based learning. Innovation in the classroom.

- The focus on the multilingual development of the students.

- Materials for teaching language and literature in Early Childhood and Primary Education. Analysis criteria, classification and selection. The creation of materials. The literary text as a didactic resource.

- New technologies in the classrooms of Early Childhood Education and Primary Education. Multimedia resources. Taking advantage of the resources available on the network.

- The teaching of language and literature and values in education.

- Workshop methodology. All the tasks involved require a process of elaboration in classroom practices and an elaboration of a final product.

-Collaborative learning in small group.

-Critical analysis of resources and materials for use in the educational field.

-Experimentation in the classroom of Early Childhood and Primary Education.

-Innovation through the creation of materials.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Realization of Practical Work (exercises, cases or problems) (%): 10
  • Individual works (%): 10
  • Team projects (problem solving, project design)) (%): 30

Due to the different realities of the center in which this subject is taught (different teaching modalities, number of students by different groups, culture, etc.), the evaluation system for this subject is as follows:



1. Continuous evaluation for students who meet and successfully complete all the tasks required.



2.- Students who cannot attend classes and who have their right recognized will have the option to take a final test formed by one or more exams and activities that imply global evaluation of the subject. This will be carried out at the end of the subject within the academic calendar marked by the center for the development of these tests (Regulation for the evaluation of students in official degree programs, articles 8 and 9).



3.-In any case, enrolled students will have the right to be evaluated through the final evaluation system, regardless of whether they have participated or not in the continuous assessment system. For this, students must submit to the faculty responsible for the subject a written waiver of continuous assessment, for which they will have a term of 9 weeks for the four-month subjects and 18 weeks for the annual ones, starting from the beginning of the semester or course respectively, according to the academic calendar of the center. The teaching guide of the subject may establish a longer period.



4.- It will be an essential requirement to pass the course a correct use of the language both orally and in writing.



5.- It will be a sine qua non condition to attend the seminars of the course. In case of not being able to attend, the students will have to do an assignment for each one of them. Otherwise, 0.5 will be subtracted from the final grade for each seminar not attended.



6.- This course is governed in accordance with the "Protocol on academic ethics and prevention of dishonest or fraudulent practices in evaluation tests and academic work at the UPV/EHU".

https://www.ehu.eus/documents/2100129/0/6.-+b%29+Protocolo+plagio+cas+-.pdf/11f13960-d46a-cf5a-ac13-ebfb5ad10acd



7.- In case that, due to sanitary conditions, the course is taught virtually, the evaluation system will follow the foreseen plan.Thus, the written exam, instead of being taken in person, will be taken online (through Egela), individually and in a virtual way.

There will be no alteration in the competencies that will be evaluated and it will be an eminently practical exam. Only contents studied throughout the course will be considered.



In order to successfully develop the online evaluation, a series of measures will be taken:



- It will be checked in advance that all students have a computer and a connection to the network.

- The Egela platform will be used since it is the one that has been used during the course.

- During the exam, they will be able to contact the teacher via Egela chat or Blackboard collaborate to resolve any doubts that may arise.

- Technical difficulties that may arise will be taken into account in order to make the duration of the exam more flexible.

- Students' opinions will be considered in order to improve the system used.

(Regulation for the Evaluation of students in official degree programs, articles 8 and 9).

1.- Students who do not pass the subject in the ordinary call, regardless of the evaluation system chosen in it, will have the right to take the exams and assessment activities that make up the final assessment test in the extraordinary call.

2.- The evaluation of the subjects in the extraordinary calls will be made exclusively through the final evaluation system (exam).

3.- The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities are necessary to be able to evaluate and measure the defined learning results, in a manner comparable to how they were evaluated in the ordinary call. The positive results obtained by the students during the course can be preserved. In the case of having obtained negative results through the continuous assessment carried out during the course, these results cannot be maintained for the extraordinary call, in which the students will be able to obtain 100% of the grade.

- Textbooks for Early Childhood Education and Primary Education, specific to the area of language and literature.
- Complementary materials and resources in the network.
- Multimedia material.
- Digital whiteboard and other resources.
- Books of Children and Youth Literature
- Official Curriculum in force at the time of delivery.

Basic bibliography

Minguez, J.B. (1995). Libros de textos y construcción de materiales curriculares. Granada: Proyecto Sur de Ediciones.

Parcerisa, A. (1996). Materiales curriculares. Barcelona: Graò.

Parcerisa, A. (1994). Pautas para la elaboración de materiales curriculares. Madrid: MEC.

Rodari, G. (2004). Gramática de la fantasía. Madrid: Ediciones Colihue/Biblioser.

Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51 (1), 36-42. https://doi.org/10.1093/elt/51.1.36.

Langer, J.A. (2010). Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press

Richards, J.C. (2017). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Richards, J.C. & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Tomlinson, B. (2011). Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Tomlinson, B. & Masuhara, H. (2011). Research for Materials Development in Language Learning: Evidence For Best Practice. Bloomsbury Academic.

In-depth bibliography

Castro, R. (2002). La intuición de leer, la intención de narra. México, D.F: Editorial Paidós.
García Guerrero, J. (1999). La Biblioteca Escolar, un recurso imprescindible. Materiales y propuestas para la creación de ambientes lectores en los centros educativos. Sevilla: Junta de Andalucía, Consejería de Educación y Ciencia.
Padovani, A. (2002). Contar cuentos. Desde la práctica hacia la teoría. Buenos Aires: Paidos.

Journals

EDUCAWIKI
@bareque. Revista de biblioteca escolar.
CLIJ
Textos. Editorial Graó.
BORDÓN.

Web addresses

http://www.isftic.mepsyd.es/profesores/
http://www.educared.net
http://web.educastur.princast.es/proyectos/coeduca/
http://bidoc.ub.es/pub/bescolar/recursos/recursos_frames_sp.htm
http://www.tic-lectoescritura-nee.net/averroes/publicaciones/lectura/bibliote.pdf
www.mec.es/cide